Efficiency of Deductive and Inductive Approaches to Teaching English Grammar:

EFL Teachers’ Beliefs of “SUNRISE” Curriculum in Duhok High Schools


  • Abbas Zubair Malla Gashbin High School for Girls, Directorate of General Education, Dohuk, Ministry of Education, Kurdistan Region, Iraq.
  • Neamat Majeed Abbo Akre Education Directorate, Directorate of General Education, Dohuk, Ministry of Education, Kurdistan Region, Iraq.




EFL Teachers, Beliefs, Deductive and Inductive Approaches, Grammar Teaching.


The necessity of grammar, how it is taught and how much it should be incorporated into language teaching remain matters of discussion in most ELT classes. Considering this fact, knowing teachers' beliefs towards teaching grammar is significantly beneficial for researchers. Thus, this research studied English as Foreign Language (EFL) teachers' beliefs towards teaching grammar in deductive and inductive approaches in the Sunrise curriculum in Duhok high schools. The study used a mixed-method (qualitative and quantitative) strategy for data gathering and analysis. The participants were EFL teachers of Duhok governorate high schools.  The results showed that Duhok EFL teachers of Sunrise curriculum preferred using an inductive approach to teaching but they use the deductive approach because of some reasons such as the time of the lesson, number of students in a class, etc. This study might help EFL instructors employ appropriate approaches to teaching in the classroom.


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How to Cite

Zubair Malla , A., & Majeed Abbo, N. (2024). Efficiency of Deductive and Inductive Approaches to Teaching English Grammar: : EFL Teachers’ Beliefs of “SUNRISE” Curriculum in Duhok High Schools. Journal of University of Raparin, 11(3), 283–301. https://doi.org/10.26750/Vol(11).No(3).Paper12



Humanities & Social Sciences